What is difficult to assess in this article is how the varieties on online instructional experiences determine the efficacy of the outcomes. The article seems to assume that an “online course is an online course is an online course,” whether it is in a “blended” environment or not. However, not all “online courses” are designed or constructed or delivered with the same consideration of online user needs and expectations—largely because not all faculty are equally adept in undertaking this level of design; hence the need for some level of support.